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In the Early Years – Science

science4Children’s curiosity about the natural world, their “inborn sense of wonder” is a powerful catalyst for their work and play. With this curiosity and the need to make sense of the world, children are motivated to ask questions, explore how things work, and look closely at the natural world around them.

But, in today’s world, children’s experiences and their opportunities to “do” science are often limited; as science1children are frequently involved in passive and secondhand experience of the television or video game.

Modern technology also has hidden from view some of the basic ways in which things work. Our food comes from stores and few children have seen or have been engaged in growing or processing the food. Toys that were once pushed or pulled or rolled now have hidden motors and batteries to drive them and a switch to turn them off and on.

science2Science Learning is important at Cambridge Schools as we promote “science” as it becomes a natural and critical part of children’s early learning. Young children participate in science as they engage in fantasy and dramatic play ~ creating magic potions at the sensory table, building a home for the make-believe turtle while playing with blocks, watering a plant and touching safe and natural science items. We ask questions to help the young scientists make sense of their world. “What would happen if you rolled the ball from the very top of the ramp?” “What do you think the worm needs to live?” “Who can science3empty the bucket the fastest?”

You can promote “science” at home also; cooking, baking, bathing, rolling a ball are a few great science examples!

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